CHAPTER
2
Different Ways
of Learning
DAVID MILLER SADKER
KAREN R. ZITTLEMAN
TEACHERS, SCHOOLS,
AND SOCIETY
NINTH EDITION
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
2.1
Figure 2.1
FACTORS CONTRIBUTING TO
LEARNING STYLES
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
2.2
CREATING A PRODUCTIVE LEARNING CLIMATE:
MYTHS AND FACTS
SELECTED MYTHS:
FACTS:
Students learn best in quiet surroundings.
Students learn best in well-lighted areas.
STUDENT GENERATED MYTHS:
FACTS:
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
2.3
TEACHING TIPS FOR
DIFFERENT LEARNING STYLES
Visual Learners
1. Use guided imagery and illustrations
2. Create graphs or charts of important information
3. Student-generated responses…
Auditory Learners
1. Encourage students to study with a friend, so they can talk through
important concepts
2. Create a safe classroom community where students feel welcome to
ask questions
3. Student-generated responses…
Kinesthetic/Tactile Learners
1. Use role-plays to bring important concepts to life
2. Encourage students to underline or color-code reading materials to help
focus their attention
3. Student-generated responses…
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
GENDER STEREOTYPES
Is Gender a Learning Style?
VIDEO SEGMENT 3
Author David Sadker
identifies
Classroom Bias Through Role Play
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
2.4
CLASSROOM APPLICATIONS OF GARDNER'S
THEORY OF MULTIPLE INTELLIGENCES
DESIGN ACTIVITIES THAT EMPHASIZE EACH INTELLIGENCE
Student Generated Responses
1. Logical-mathematical
2. Linguistic
3. Bodily-kinesthetic
4. Musical
5. Spatial
6. Interpersonal
7. Intrapersonal
8. Naturalist
9. Other(s)?
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
A Multiple Intelligences Lesson in Action
VIDEO SEGMENT 4
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
EQ vs IQ
Emotional Intelligence Quotient
Vs
Intelligence Quotient
pp. 40-41
“Marshmallow Story”
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
2.5
Figure 2.2
CHARACTERISTICS OF GIFTEDNESS
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
2.6
APPROACHES TO TEACHING GIFTED STUDENTS
Student Generated Responses
Advantages
Disadvantages
Advanced
Placement (AP)
and
International
Baccalaureate
(IB)
Enrichment
Acceleration
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
2.7
CRITICAL PRINCIPLES OF SPECIAL EDUCATION
Review
Definitions and Examples
1. Zero reject
2. Nondiscriminatory education
3. Appropriate education
4. Least-restrictive environment
5. Procedural due process
6. Individualized education program
(IEP)
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
2.8
DISTRIBUTION OF STUDENTS SERVED
UNDER IDEA
Source: U.S. Department of Education, Digest of Education
Statistics, 2007, Table 47 (Issued March 2008)
Figure 2.4
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
2.9
ACCOMMODATIONS FOR STUDENTS WITH
SPECIAL NEEDS
KEY POINTS:
1.
Use group work
2.
Use hands-on and activity-based learning
3.
Adjust the type and length of assignments
4.
Individualize instruction (use support staff)
5.
Carefully select materials or create your own
6.
Present information orally and visually
7.
Use technology
8.
Examine the classroom environment
9.
Use various forms of assessment
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
INCLUDING STUDENTS WITH SPECIAL NEEDS
VIDEO SEGMENT 5
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
KEY TERMS
accelerated programs
The more rapid promotion of gifted
students through school.
advanced placement
Courses and programs in which younger
students can earn college credit.
affective domain
The area of learning that involves
attitudes, values, and emotions.
appropriate education
A part of Public Law 94-142 that protects
the right of students with disabilities to an
education that reflects an accurate
diagnosis.
assistive or adaptive technology
Devices that help the disabled to perform
and learn more effectively, from voiceactivated keyboards and mechanical
wheelchairs to laptops for class note
taking and personal scheduling.
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
KEY TERMS
cognitive domain
The area of learning that involves
knowledge, information, and intellectual
skills.
emotional intelligence quotient (EQ)
A new human dimension that measures
personality characteristics, such as
persistence. Some believe that EQ scores
may be better predictors of future success
than IQ scores.
exceptional learners
Students who require special education
and related services to realize their full
potential. Categories of exceptionality
include retarded, gifted, learning disabled,
emotionally disturbed, and physically
disabled.
gifted learner
A term most frequently applied to those
with exceptional intellectual ability. It may
also refer to learners with outstanding
ability in athletics, leadership, music,
creativity, and so forth. There is great
variance in definitions and categorizations
of the "gifted."
inclusion
The practice of educating and integrating
children with disabilities into regular
classroom settings.
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
KEY TERMS
individualized education program (IEP)
The mechanism through which a disabled
child's special needs are identified,
objectives and services are described, and
evaluation is designed.
Individuals with Disabilities Education
Act (IDEA)
Federal law passed in 1990 that extends
full education services and provisions to
people identified with disabilities.
learning disabilities
An educationally significant language
and/or learning deficit.
learning styles
Students learn in different ways and have
different preferences, ranging from
preferred light and noise levels to
independent or group learning formats.
least-restrictive environment
The program best suited to meeting a
disabled student's special needs without
segregating the student from the regular
educational program.
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
KEY TERMS
locus of control
A concept wherein learners attribute success or failure to
external or internal factors. "The teacher didn't review the
material well" is an example of attribution to an external factor
and represents an external locus of control. In this case, the
learner avoids responsibility for behavior. When students have
an internal locus of control, they believe that they control their
fate and take responsibility for events.
mainstreaming (inclusion)
The inclusion of special education students in the regular
education program. The nature and extent of this inclusion
should be based on meeting the special needs of the child.
multiple intelligences
A theory developed by Howard Gardner to expand the concept
of human intelligence to include such areas as logicalmathematical, linguistic, bodily-kinesthetic, musical, spatial,
interpersonal, intrapersonal, and naturalist.
nondiscriminatory education
A principle, based on the Fifth and Fourteenth Amendments of
the U.S. Constitution, that mandates that children with
disabilities be fairly assessed so that they can be protected from
inappropriate classification and tracking.
portfolio
Compilations of work (such as papers, projects, videotapes)
assembled to demonstrate growth, creativity, and competence.
Often advocated as a more comprehensive assessment than
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
test scores.
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KEY TERMS
procedural due process
The right of children with disabilities and
their parents to be notified of school actions
and decisions; to challenge those decisions
before an impartial tribunal, using counsel
and expert witnesses; to examine the
school records on which a decision is
based; and to appeal whatever decision is
reached.
regular education initiative
The attempt to reduce the complications
and expense of segregated special
education efforts by teaching special needs
students in the standard educational
program through collaborative consultation,
curricular modifications, and environment
adaptations.
special education
Programs and instruction for children with
physical, mental, emotional, or learning
disabilities or gifted students who need
special educational services to achieve at
their ability level.
stereotypes
Absolute statements applied to all members
of a group, suggesting that members of a
group have a fixed, often inherited set of
characteristics.
zero reject
The principle that no child with disabilities
may be denied a free and appropriate public
education.
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.
FOCUS QUESTIONS
1. How do cognitive, affective, and physiological factors influence learning?
2. How can teachers respond to different learning styles?
3. Is gender a learning style?
4. What are the classroom implications of Howard Gardner's theory of multiple
intelligences?
5. How does emotional intelligence influence teaching and learning?
6. How are the needs of learners with exceptionalities met in today's classrooms?
Sadker/Zittleman, Teachers, Schools, and Society, Ninth Edition.
© 2010 The McGraw-Hill Companies, Inc. All rights reserved.